An Open Letter to Teachers: Taking off with Shurley English

“Without continual growth and progress, such words such as improvement, achievement, and success have no meaning.”  -Benjamin Franklin

Dear Educators,

Welcome aboard Shurley English flight ABC. Please find your seat, stow your baggage in the overhead bin, and buckle-up as we take off into your new school year!  This year’s destination is progress and growth.  We’ve got a long flight ahead of us so, sit back, stay focused & relaxed, and enjoy the journey! 

For some of you, Shurley English might be a new addition to your curriculum.  Several of you may already be familiar with the effectiveness and uniqueness of our Grammar, Skills, Writing, Reading, and Speaking & Listening features.   Regardless of your passenger status, I encourage each of you to keep your eye on the prize: progress & growth!  Throughout the journey this year, you may experience some turbulence, making you feel a bit outside your comfort zone, but don’t worry!  Simply refer to the previous posts called: “The Perfect Shurley Teacher” and “First Year Freak-Out.”  They are loaded with information to help guide you; you can find them in the archives.  

Passengers sitting in the “New to Shurley English” seats, please remember:

1. Stick to the Script!

2. Repetition & Consistency build Mastery!

3. Trusting the Process leads to Success!

Passengers sitting in the “Seasoned Teacher” seats, please remember to:

1. Aim for Progress over Perfection!

2. Practice what you Teach!

3. Get Outside of your Comfort Zone!

Keep in mind that Shurley English Curriculum is installed with a built-in support system, including modifications, extra-practice, and SEDA lessons, should they be necessary.  In addition, the “Always Keep Learning & Be Brave Enough to Keep Growing” light will stay lit for all passengers for the duration of our flight.  We are here to support you as you teach students to become competent, confident communicators that will be prepared for any and all future destinations!

On behalf of the entire flight crew, “Welcome aboard!”

Authentic Assessments: How Shurley English integrates real assessments

So, what’s happening “testing-wise” in your school and in your classroom? Let’s continue the conversation about real or authentic assessments.  (If you missed part one, click here.) In my opinion, it is vital to add these authentic assessments to your “testing bag-o-tricks.” Just look at some of the benefits:

Authentic assessments…

*provide direct measures;

*capture the true nature of learning;

*focus on the process-integrating teaching, learning, and assessing; and,

*provide a myriad of ways for students to demonstrate their knowledge.

Did you know that Shurley English integrates authentic assessments throughout the curriculum?  Let's take a deeper look...

Shurley English provides the opportunity for students to learn grammar and the connection to writing at such great depth that, when the process is taught correctly, the evidence of this knowledge is seen in a child’s writing. We teach students how to really think about using the knowledge they’ve acquired…we teach them to know the content, think about the content, and process the content correctly. 

By demonstrating a Jingle, the teacher is showing the student how to learn a language arts definition and think about it, not just memorize it. 

The questions asked during the Question & Answer Flow are the set of criteria by which we measure a student’s understanding of specific grammar concepts.  So, that’s your rubric, and when your students correctly identify the parts of speech of each word in a sentence or classify a sentence type, using the Q & A Flow, you have an authentic assessment opportunity!

Even though the Classroom Practices/Chapter Check-ups are essentially paper assessments, they’re still authentic.  Students take the information learned and apply it to questions they’ve never seen.  This is teaching them how to think about using the knowledge they’ve learned.

Have you ever witnessed your students revising their Sentence Blueprints/Practice & Improved Sentences and discussing word choice with another student, or simply thinking through the process of finding a synonym/antonym to improve their word choice?  These actions will eventually become second nature to them.  This is a form of an authentic assessment…because it is observable.

Writing is the obvious authentic assessment in Shurley English!  Whether it’s an entry in a journal, a short constructed response answer, a presentation, or the final paper of a formal piece of writing, the teacher can observe a student’s depth of knowledge.  The teacher can see and hear where grammar, usage, capitalization, punctuation, and spelling have been used correctly or incorrectly.  In Shurley English, the Writing Evaluation Guide (WEG) and Teacher Rubric are key components to the process. The WEG teaches students how to start thinking about what they write and how to apply the skills they’ve learned to their writing.  The Teacher Rubric is used to measure the student’s work against specific criteria. 

I’m suggesting this…

If you imagine the process that the student experienced in learning specific information, understanding the information, and then actually applying the information in a meaningful and realistic scenario, it’s clear that IS an effective form of assessment.

So, don’t just leave your academic assessment up to the paper test, AND AVOID TEACHING to TEST! Be creative and assess your students’ knowledge with authenticity and purpose.

“Not everything that counts can be counted and not everything that can be counted, counts." -Albert Einstein

Authentic Assessments: Breaking the Paper Test Cycle

When you think of testing, do any of these statements come to mind?

“I want to see what my students have learned at the end of each chapter.”

“I want to make sure I’m teaching effective lessons.”

“My administrator says I have to have a certain number of scores in my grade book.”

“I’d like to see the strengths and weaknesses of each student so I can know how to differentiate my instruction.”

We’re all familiar with national standardized testing, the numerous true/false or multiple choice tests a teacher gives throughout a school year, along with the benefits these assessments can provide.  One school of thought says that assessments are a key component of learning because it helps students see how well they understand subject specific material.  Others say assessments can help motivate students.  Still, testing often feels like a necessary evil that all teachers must do to show evidence that students have learned the content teachers worked so hard to teach.

I’d like you to consider looking at the way you assess your students through a different lens.  What if your student assessments consisted of noting missed cues while a child reads from a real book; recognizing correct or incorrect grammar usage and punctuation in a student’s essay or hypothesis in Science; or the actual act of using measurement to build a raised garden bed as opposed to solely using typical paper, true/false, or multiple choice assessments?  Assessments do come in all forms!

If you’re differentiating your instruction for students in the classroom, then differentiating the way your students are assessed is a strategy for best practice.  To me, it makes sense why, in school, I thrived with hands-on and oral work, but struggled taking paper tests; I’m still a horrible paper test-taker, but ask me to “show” you how something applies to a real life scenario, and I’ll nail it all day long. That’s what a REAL Assessment or Authentic Assessment is all about!  You might have heard the terms, Performance Assessment, Alternative Assessment, or Direct Assessment-all common names for the Authentic Assessment.  These kinds of assessments ask students to demonstrate the knowledge and skills they’ve learned when applying them to real-world tasks— then measuring their performance against a set of pre-determined criteria in the form of a rubric.  REAL Assessments value the thought behind the work and the process, as much as the finished product.

So, before you start planning all of your paper tests, consider learning more about and creating a real, authentic assessment. Your students will welcome the opportunity to show their knowledge in a new way! 

“Not everything that counts can be counted and not everything that can be counted, counts." -Albert Einstein

-You have just read part one of a series on Authentic Assessments. Are you ready for part two? Click here.

Vitality in Veteran Shurley English Teachers

Visualize this scenario:  It’s early August, and as you scroll through your inbox you see the first of many emails from your school administrator.  “Already!?!” you say to yourself as you hesitate to open it.   You guessed it!   It’s your new school year Welcome Letter and Professional Development Schedule. On the agenda, you notice a full-day training scheduled for Shurley English! Your next few thoughts go something like this: “I’ve taught Shurley English for 5 years now!  I don’t need training!  Maybe I can get out of it this year!”  

Warning:  Thoughts like these are exactly why veteran teaches still need our support!  Take these thoughts as a sign! I know because I’ve been there!

Certified Shurley English consultants typically train new and seasoned teachers from all grade levels at the same time…WHY?  Well, I would say from my experience, we do this because it is an excellent way to ensure consistency across all grade levels.  It also gives us the opportunity to re-motivate and re-inspire teachers who have been instructing Shurley English for many years.  Veteran teachers, me included, tend to develop habits of comfort that can lead to getting stuck-in-a-rut, or so to speak.  We want to make sure all Shurley English teachers understand the BIG PICTURE of what the curriculum was designed to do in order to successfully teach it with confidence and enthusiasm.  A Shurley English-Full Day Training can energize and inspire a veteran Shurley English teacher with what I like to call the “Vital V’s!”

The Four “VITAL -V’s” of a Veteran Shurley English Teacher:

1. Know that YOU ARE VALUABLE!  YOU are the best RESOURCE for new Shurley English teachers. (Never forget what it was like your first year.)  You have a wealth of experience and knowledge to offer the newbies…SHARE IT!  Take the LEAD & step up to the next level, especially if Shurley is your “thing!”

2. Add VARIETY to your lessons! Keep challenging yourself to stay in alignment with the curriculum (teach with fidelity), but add your flare of creativeness to Shurley English; this gets easier the longer you teach Shurley.  Get more engaged in the Enrichment Activities, Discovery Time Activities, or try creating Learning Centers.

3. BE VIEWABLE & VISIBLE! YOU ARE A LEADER & A MODEL TO NEW TEACHERS! Make sure you’re a part of the professional development opportunities no matter how long you’ve been teaching-never stop learning!  With grace, show them how it’s done…because they ARE watching you-observing how you make it work.  INVITE them into your classroom for a Shurley English demonstration.  Mentor them.  Collaborate with them.  Lead them.  Help mold them into a successful Shurley teacher like you are!

4. VOCALIZE with AUTHENTICITY & SINCERITY!  Your thoughts, questions, and concerns need to be heard and can be validating to teachers not willing to speak-up.  When you do speak-up, be genuine, honest, and tactful.  If you see teachers not staying in alignment with the curriculum, I encourage you to say something.  A broken cog in the wheel makes it difficult for the wheel to roll, and the Shurley wheel needs all cogs in place.

“There is a vitality, a life force, an energy, a quickening, that is translated through you into action, and because there is only one of you in all time, this expression is unique.” -Martha Graham

Back-to-School Planning: Educational Posters with Purpose

Although summer is in full swing, we all know that August is just around the corner and school will begin soon thereafter!  I feel like a killjoy for bringing this up, but I know from experience that now is a great time to work on a few of those back to school to-dos!  Instead of waiting until the last minute, why not check a few of them off the list? This week, I would like to focus on selecting and positioning Shurley English Jingle Posters in your classroom!  

Shurley English Jingle Posters are available to purchase.  They are 17” x 22” each and provide a colorful visual aid to assist students’ learning.  The posters are great tools for reinforcing grammar concepts taught using the curriculum, especially when they are displayed properly.  Your students can join the lovable Quigley character as he escorts them through the adventures of grammar if you choose to buy the posters!

Another option is to create your own Shurley English Jingle Posters.  Since Jingles are located in the Quick Reference section of the teacher’s manual or student book, all you have to do is copy them into your own design and VIOLA!  Ideas for how to create your own posters are endless, so if you have a theme in your classroom, use it. 

Keep in mind that educational posters should be well-designed, well-organized, legible, and attractive.  They should be positioned in a spot that will be visible to every student in your classroom.  In order to promote learning and serve as an effective teaching tool, each poster should contain the following characteristics. The posters should:

1. motivate and inspire students to learn.
2. stimulate interest in the topic.
3. effectively illustrate a concept or skill.

Jingles are an essential element of Shurley English.  They not only teach and reinforce important skills and definitions; they help transition students’ brains into a ready-for-learning state of mind at the beginning of class.  Researchers report that the visual sense is responsible for 90% of brain stimulation and that vision and visual memory take up to two-thirds of the brain.  Those findings substantiate how educational posters can truly assist students’ learning.

It’s easy to get overwhelmed with items on your classroom to-do list, especially if you wait until the last minute.  So, get Shurley English Jingle Posters on your mind and either purchase them or start creating them.  Either way, they serve as an effective learning tool all year long! 

What is the value of a pretest?

What is the value of giving the Shurley English Pretest if students are not familiar with the curriculum?  As a consultant, I’ve heard this question before, and I want to urge you to listen up!  Even though the pretest may appear extraordinarily difficult, you should never avoid it!  Let me explain. 

You may be new to the curriculum, but as the classroom teacher, you must always keep the main goal of Language Arts instruction in mind.  The goal, of course, is to give students the tools they need to become competent, confident communicators!  Simply stated, you want your students to be able to speak and write with fluency.  

One way to support this goal is to allow students to see their own progress for themselves. The Shurley English Pretest can be used to compare with the Posttest at the end of the year.  You do not need to formally grade the Pretest; all you have to do is file it away in a safe place and pull it out at the end of the year.  Then, students will see the value of the Pretest and the Posttest as they compare the two assessments. They (and their parents) will be amazed at what they have learned during their first year in Shurley English.

So, why give our Pretest? It is simply a benchmark which measures the beginning of the journey into making the grammar/writing connection. As your students grow in their skills, both you and they will be glad you took the time to mark where they began the trip.  That, my friend, is the value of our Pretest.

How do I teach Shurley English in a multi-grade classroom?

When I began teaching at a small private parochial school, I learned quickly that even though I was teaching two grade levels of Shurley English in the same room, there was a disparity in the way I had to instruct each level. Each group had different developmental needs and learning objectives. Along the way, I discovered a few extremely effective strategies for teaching different groups of students that I would like to share with you today.

1. Work together. First, assess which parts of the curriculum are the same and have all your students work together. To a veteran Shurley English teacher, this is a snap. (It’s the jingles and the Question and Answer Flow!) Start with Jingle Time and have all your students work together to perfect the designated jingle. Then, move on to the Question and Answer Flow. Remember, The Question and Answer Flow never changes…it simply grows in complexity as the students gain more knowledge of the parts of speech and gain greater “sentence sense.” 

2. Provide mentoring opportunities. Be sure to capitalize on the expertise of the older students to take younger students under their wings. This is especially helpful with a dynamic program like Shurley English, because the older students’ become masters of language quickly and can often impart that knowledge even easier than you can! The older groups of students can actually instruct and tutor the younger students. (Just be sure the information and training they provide is CORRECT!) Always give your older students a crash course in student-student etiquette—you know, what to say/not to say; how much help is TOO much help, etc.

3. Raise expectations. Challenge younger students to match some of the same expectations you hold for the older students. You will have to bear in mind that, developmentally, some younger kids may not be quite up to the challenge, but they will strive with a level of determination that will astound you.

Remember, when you have a unique instructional setting, it may require you to implement some out-of-the-box thinking and that is okay! Change things up. Implement the nontraditional. You and your students are more than capable of adapting and thriving!

Back-to-School Planning: Creating Shurley English Centers

As you relax into your summer break and feel the freedom of each day, consider thinking about those learning centers you wanted to create during the school year but never had the time to do.  With a clear mind and more time to tap into your right brain, creating Shurley English Learning Centers might just be a fun little project to work on.  My two-part series called, "Shurley English Centers for Your ELA Classroom," will teach you how to create them step-by-step.   Here’s a quick review:

GET ORGANIZED:

1.     Select the subject materials you would like to develop.

2.     Decide how many learning centers to create. (Computer stations can count as one.)

3.     Plan where each center will be located.

4.     Determine the student objectives for each activity.

5.     Calculate the amount of time to allow at each center.  Decide if learning centers will be open on a weekly basis or a specific day of the week.  How long will the learning center be used?

6.    Name each learning center.  On a sheet of paper, write a description of the center.  Then, write the step-by-step explanatory instructions to complete each task.

7.     Be sure to review the expectations with your class before the centers officially open and close your learning centers with a "Wrap-up Session" or "Take-Away Time."

GET FOCUSED:

M.E.A.P.S. is the acronym used to explain the characteristics included in effective learning centers. The letters stand for:

Multisensory: Activities should appeal to all learning styles!  Students will
"See It, Hear It, Say It, Do It!"

Engaging: Strive for 100% student participation!

Aligned: Content must support your current classroom instruction.

Purposeful: Centers should serve a purpose to support learning. Watch students in action and assess what you need to assess!

Student directed: Students should be able to follow directions without teacher help. They should be responsible and accountable for their own learning.

GET CREATIVE:

Here are some ideas for learning centers that will support Shurley English curriculum:

1.  Listening/Video/Jingles

2.  Question & Answer Flow Practice

3.  Practice & Revised Sentences/Sentence Blueprints

4.  Writing

5.  Silent Station

6.  Teacher Station/Float

Remember to come back next week to see even more information about creating classroom learning centers.  The most important thing is for you to develop centers that will support your curriculum in a fun and creative way.  Your students will thank you!

How to Choose the Best Homeschooling Curriculum

SPOILER ALERT:  I’m going to get personal and invite you to ask yourself some tough questions. Stay with me. I promise you'll be glad you did!

At a recent educator’s convention, I interacted with a parent and teacher who was searching for a Grammar and Writing curriculum.  I gently offered her some verbal information, a flyer about Shurley English, and gave her some space.  I observed her leaf through the pages of an older, black and white version of the curriculum with convincing focus.  Then, a confused look on her face invited me to initiate further conversation, so I asked her if she was looking for anything specific… “Grammar and Writing” was her response.  I assured her she was in the right place and began sharing with her the big picture of how Shurley English makes the Grammar-Writing Connection.  I let her know that our latest edition was in a digital format, she immediately said, “This isn’t for my son; I don’t want him on the computer because he gets too distracted,” and she bolted out of the booth.  A surge of questions rushed through my head as I was choking on the dust her trail left behind.  The question that lingered in my mind most was, “Is this curriculum not a good fit for YOU or YOUR CHILD?"

Learning styles are groups of common ways people learn.  We all have a mix of learning styles that may suit us, and some learners have a dominant style.  We utilize different styles based on the situation we are in, too.  We are able to develop our less dominant learning styles and further develop our preferred style.  This experience really nagged at me because the next question that popped up in my mind was, “I wonder if she even knows what type of learner her son is, and does she know what type of a learner she is?”  Whether you’re teaching one child or 30 children, knowing students’ preferred learning style is vital to being an effective teacher!  As a side-note, as an adult and life-long learner, life can be much simpler if you understand YOUR preferred style of learning.

Get familiar with these different styles of learning:

1. Verbal
2. Visual
3. Auditory
4. Kinesthetic
5. Logical
6. Social
7. Solitary

Source Credit: https://bonniegillespie.com/is-your-learning-style-the-problem/

Sadly, many schools and teachers still use more traditional teaching methods which equates to a limited range of teaching and learning techniques.  Sitting in individual desks (cubicles) and book-based teaching with lectures, reviews, and exams work for some learners, but not all, and many that don’t fit into that box have been labeled with behavior issues, learning disabilities, and even less intelligent.  Hmmm?  That would explain why I struggled in certain subject areas growing up, and why the field of Teaching was so appealing to me; I knew there were multiple ways to learn.  We are all different, so why would anyone think that there is just ONE way to learn? 

If you’re teaching Shurley English, I don’t have to tell you that our method of teaching and the strategies used are for ALL STUDENTS…Shurley students SEE IT, HEAR IT, SAY IT, & DO IT!  As for my convention experience, I respect the parent-teacher’s opinion and decision, but I can’t help but wonder, “What if her child doesn’t learn in the exact same way she does?  What if the child could be engaged in learning and not distracted while on the computer?”  Did this teacher fail to consider the topic of learning style and just miss a huge opportunity for her son/student to become a competent, confident communicator…for life? Being an effective educator is not just about reading from the teacher’s manual in each subject, it’s all about getting below the surface-know your child, know your students, and know the curriculum you teach!

Shurley English Centers for Your ELA Classroom

(This is part two of a two-part series on Language Arts Centers. If you missed part one, you can find it here.)

Now that you’ve decided to create Shurley English Centers in your classroom and have solidified the details of my  7 Must Dos, let’s brainstorm some topics and activities that you might decide to include in your Shurley Centers!

Here are some possible center/station ideas to get you started:

  1. Listening/Video/Jingles

-Have groups practice some of the Shurley English Jingles that stump them. (Preposition Flow, Transition Words, Eight Parts of Speech)

-Allow groups to record a video of themselves performing their favorite Shurley English Jingle.

-Have the group listen to and view different videos from YouTube that show other classrooms practicing their Shurley English Jingles; see if this helps your class gain some new ideas for “jazzing up” their current jingles.

2. Question & Answer Flow Practice

-Create a sheet with a set of Practice Sentences on it. Place the sheet in a plastic protector. Allow group members to partner up to lead each other through the Q&A Flow; one person uses a dry erase maker to label the sentences as the other person recites the Q&A Flow. (Be sure to create several Practice Sentence sheets for this center.)

3.  Practice & Revised Sentences/Sentence Blueprints

- Have a pre-written sentence or two prepared as the Original Sentence for students to work from.  Ask them to use different Sentence Structure Strategies to revise the Original Sentence.  Be sure to have dictionaries and thesauruses available at the center.  Students can draw a picture of their Revised Sentence and can be expected to share it during the Wrap-Up if they’d like. 

-Vocabulary and Spelling activities can be incorporated into this center, as well.  Have students create a fill-in-the-blank worksheet. Each student can write sentences that use words from the Power Words list.  Students can exchange papers with their group members to become familiar seeing and using these new words.

4.  Writing

–Have a fishbowl of different fun, quick writing prompts ready for students to individually choose and write about.  Include specific writing requirements such as including compound and complex sentences, incorporating Power Words, including inverted word order sentences, using colors to circle different parts of speech or types of sentences, and following the Three-Point Paragraph organizational format, etc.

-Pull in a part of the Writing Process for students to work on.

-Allow students to record themselves reading their rough draft to help them revise a short writing piece.

-Use a Writing Across the Curriculum activity here…just get the materials ready and you’re all set!

5.  Silent Station

-It’s nice to have a quiet group or two. If possible, a Chapter Check-Up or Classroom Practice worksheet can be assigned here to be completed independently and graded.

-Reading and Literature Time are incorporated into the Shurley English curriculum, so don’t hesitate to include a reading passage, poem, or research time into this type of Learning Center.

6.  Teacher Station/Float

-I often placed myself at a center where I reviewed a tricky concept with students to make sure they received more individualized attention and differentiated instruction. 

-Float around and monitor each center from a distance.  This allows the students to experience a sense of freedom that can build autonomy, independence, and self-confidence…you are showing them that you trust them to be active self-managers.             

Remember, all instructions should be typed out at each center in order for each group to follow them independently, along with all necessary materials/supplies for each activity.

The Bottom Line-BE CREATIVE & HAVE FUN!!